Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Transition: For young children with autism(2025)Context: The study examines the transition process for young children with autism, specifically within the context of a mainstream primary school. It highlights the significance of understanding the multi-faceted nature of transition, which can be seen as moving in, moving through, and moving on, to effectively address the inclusion of children with special educational needs and disabilities (ISEND). Aims: The primary aim of the research is to investigate how the theory of transition can serve as a framework for planning the educational journey of young children with autism. By exploring the different stages of transition, the study seeks to enhance the understanding and implementation of effective transition strategies tailored for this demographic. Methods: The research adopts an action research approach, which involves cycles of planning, acting, observing, and reflecting. The study is divided into two cycles, each focusing on incremental refinements of the research question and methodologies based on previous findings. Ethical consent was obtained from participants to ensure anonymity in the data presentation. Findings: The pupil responded positively to structured activities, including visual aids and one-to-one sessions. These interventions helped the child express concerns, build relationships, and feel safe in the new environment. The transition was smooth, and the pupil demonstrated increased confidence and engagement. The study also highlighted the importance of early planning, parental involvement, and staff collaboration. Implications: The insights generated from this research may inform practitioners about the relevance of structured transition frameworks in supporting young children with autism. Other educators might consider exploring similar frameworks for planning transitions, as the study illustrates the potential benefits of carefully planned approaches tailored to individual needs. The systematic analysis could encourage further exploration and adaptation of transition practices in various educational contexts for children with special educational needs and disabilities.Item Thinking Moves: PSHE(2025)Context: The study investigates the integration of Thinking Moves within the context of Personal, Social, Health and Economic (PSHE) education in a special secondary school setting. The focus is on how this pedagogical approach can facilitate discussions around equality and enhance students' interpersonal skills related to inclusion and Special Educational Needs and Disability (ISEND). Aims: The primary aim of the research is to evaluate the effectiveness of Thinking Moves as a tool for fostering engagement with PSHE. Additionally, the study seeks to contribute to the understanding of how such methods can impact the development of interpersonal skills in an inclusive educational environment. Methods: The research is situated within an action research framework, encompassing two cycles of inquiry. The first cycle involved refining the research questions and planning the implementation of Thinking Moves. Ethical considerations were addressed through the obtaining of consent from participants for anonymous data publication. The study relies on systematic reviews of literature that inform the interventions and reflections on the outcomes of the applied strategies. Findings: Students quickly adopted the Thinking Moves vocabulary and demonstrated improved listening, questioning, and collaborative thinking. Discussions evolved from simple games to complex topics such as racism, stigma, and identity. Students reported increased confidence in articulating thoughts and valued the opportunity to explore challenging ideas in a supportive environment. The approach also fostered resilience, empathy, and deeper peer relationships. Implications: Thinking Moves proved to be a useful tool for enhancing oracy and critical thinking in SEND settings. Embedding this approach more widely could support inclusive, dialogic learning environments. Future research may explore capturing student reflections more systematically using tailored templates.Item PMLD Life Skills: Dual coding(2025)Context: The study focusses on enhancing the educational experiences of children with Special Educational Needs and Disabilities (SEND) through a specific lesson study. Conducted in a school with a focus on Inclusion and Special Educational Needs and Disability (ISEND), the study aimed to develop life skills in pupils who have profound and multiple learning disabilities (PMLD). The emphasis was placed on using dual coding - the combining of verbal and visual instructions to facilitate learning key tasks. Aims: The primary aim of the study was to determine effective strategies for teaching life skills, specifically making toast, to improve the independence of students with SEND. The research also sought to establish a solid pedagogic foundation for these teaching strategies while investigating the transference of learned skills to contexts beyond the school environment. Methods: The lesson study was structured over several weeks. In the initial weeks, a team was formed to identify pupils and agree on the study's focus following an analysis of the school's primary needs. Subsequent weeks involved observational assessments of students, debriefing sessions to analyse findings, and iterative lesson planning, culminating in the completion of observations and conclusion of findings by week six. Findings: The findings indicated that providing explicit verbal and visual instructions facilitated the incorporation of information into students' long-term memory. Pupils showed significant responsiveness to clear instructions and structured learning tasks, resulting in greater independence in completing life skills tasks. Implications: The study exemplifies the role of structured pedagogical frameworks combined with dual coding in supporting children with SEND. Other educators may learn from the effectiveness of task-oriented and visual instructional methods in enhancing skill retention. Additionally, the research suggests that implementing lesson studies as a professional development strategy could yield insights into child learning progression and serve as an intervention when student progress stalls. The potential for skills learnt at school to be translatable to home environments remains an avenue for further exploration.Item Adaptive Teaching: Peer support(2025)Context: The lesson study aimed to explore the use of peer support as a means to help students remain focused during lessons within a mainstream secondary school setting. The study involved planning and implementation phases over several weeks, incorporating ethical considerations for data publication. Aims: The main objective of the lesson study was to evaluate the efficacy of focus cards used in peer support pairings among students with and without special educational needs and disabilities (SEND). The study sought to determine the optimal pairing of students to maximise the effectiveness of these tools. Methods: The research was conducted through a series of structured lesson observations and follow-up discussions, involving a team of educators in designated roles. The process included selecting students, conducting observations across multiple lessons, and discussing outcomes based on the implementation of focus cards. Adaptations were made, such as changing student pairings, to assess varying levels of success. Findings: Observations revealed a mixed response to the use of focus cards. Successful outcomes were observed in some pairings, such as with a Year 10 student receiving effective support from a peer; however, negative interactions were noted in other pairings, where dynamics led to distractions rather than focus. The effectiveness of focus cards depended significantly on the careful selection of peers and, in some cases, the introduction of rewards to reinforce positive behaviours. Implications: The findings suggest that while peer support and focus cards can be beneficial in managing student concentration, the selection of appropriate pairings is critical. The study highlights that the implementation of such strategies may require time for integration into classroom routines and underscores the importance of considering individual student needs. Moreover, positive social interactions may develop through peer support, fostering self-awareness and self-regulation in students with focus challenges. The insights gained may offer valuable considerations for educators seeking to enhance student engagement and the effectiveness of peer-supported learning.Item PSHE: Using technology to support group work skills(2025)Context: This Lesson Study was conducted in a mainstream primary school and focused on supporting children with autism to develop group work and social interaction skills. The study explored the use of Cosmo Explore, an interactive learning technology, to facilitate collaboration and turn-taking among Key Stage 2 (age 7-11). Aims: The research aimed to investigate how technology can encourage positive social interactions for children with autism. Specifically, it sought to determine whether Cosmo Explore could support pupils in developing turn-taking, sharing, and collaborative behaviours in both small and larger group settings. Methods: The study followed a three-cycle Lesson Study approach. Two pupils with EHCPs participated in structured sessions using Cosmo Explore. In each cycle, the level of group interaction increased - from paired work to small group collaboration. Teachers observed without intervening, allowing for authentic, child-led learning. Pupil voice was gathered after each session to inform planning and reflection. Findings: Both pupils demonstrated improved group work skills. Pupil A developed turn-taking behaviours and contributed without dominating. Pupil B showed increased willingness to collaborate, though he found larger group settings more challenging. Teachers noted the value of stepping back to observe genuine interactions and highlighted the importance of pupil voice in shaping future planning. Implications: Insights from this study highlight the potential of integrating technology like Cosmo Explore to promote inclusivity in group work settings. The findings suggest that effective lesson planning should incorporate student feedback to address the diverse needs of learners, particularly in enhancing participation among students with Autism. The exploration of different methodologies and tools indicates that future applications can be tailored to encourage collaborative skills and bolster educational outcomes for all students.
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